Integrationskurs


The Integrationskurs is an integration course provided by Germany to help foreigners adjust to life in Germany. The Integrationskurs is intended to prepare noncitizens to become legally and socially accepted as citizens by learning the German language and the legal system, politics, culture, society, and history of Germany.
According to the legal definition in Section 43, Paragraph 2 of the Residence Act, the Integrationskurs supports the integration efforts of foreigners through an introductory offer for integration to successfully teach them the language, the legal system, the culture, and the history of Germany. Foreigners are to become so familiar with the living conditions in the federal territory that they can act independently in all matters of daily life without the help or mediation of third parties.
The Integrationskurs was introduced in 2005 as part of the Immigration Act. The ordinance determines the implementation of the Integrationskurs for foreigners and late resettlers.

Participation

The law differentiates between the right and the obligation to participate.

Eligible participants

The prerequisite for participation is permanent residence in Germany and a German residence permit.
Previously, asylum seekers and tolerated persons have not had access to the Integrationskurs according to Sections 43 et seq. of the Residence Act. This was changed by Article 3 No. 6 of the Asylum Procedure Acceleration Act of October 20, 2015, in Article 44 Paragraph 4 Clause 2 Residence Act new version in favor of persons with a residence permit to enable early language acquisition. However, registration is limited to three months after receipt of admission and depends on the places available on the course. Asylum seekers who come from a safe country of origin within Section 29a of the Asylum Act are also excluded from participation.
EU citizens have no legal right to participate in the Integrationskurs but can be admitted to the Integrationskurs by the Federal Office for Migration and Refugees if places are available.
In 2012, 94,020 people started the Integrationskurs; in 2014, the number was 142,439. Over 180,000 new participants were expected for 2015, and around 306,000 new participants were forecast for 2016, taking into account the opening of the Integrationskurs for asylum seekers and those with a toleration status.

Obligation to participate

Immigration authorities can oblige people to take part in the Integrationskurs if they do not have sufficient German language skills and if they receive unemployment benefits or are to be specially integrated for another reason. For example, they have to take care of an underage child who lives in Germany. The course provider checks proper participation and can be enforced by administrative means if necessary.

Legal consequences

If someone has proof of having completed the Integrationskurs, the minimum period for naturalization is reduced from eight to seven years. Successful completion also serves as proof of sufficient knowledge of the German language before a settlement permit is issued or an EU long-term residence permit and will be taken into account when extending a residence permit.
If participation in the Integrationskurs is provided for in an integration agreement under Book Two of the Social Code, a violation of the obligation to attend can also be sanctioned as a breach of duty with a reduction in benefits under Section 31 Paragraph 1 No. 1 SGB II.

Course content

The Integrationskurs consists of two parts: a language course and an orientation course. The lessons usually take place all day in groups with participants from different mother tongues. Successful participation in the Integrationskurs is certified with the "Integrationskurs Certificate". Some educational institutions also offer so-called arrival courses.

Language course

Duration and structure

The language course comprises 600 hours of instruction, divided into a basic and an advanced language course. The aim is sufficient language skills to ensure the integration of migrants in terms of social participation and equal opportunities.
"Sufficient knowledge of the German language is possessed by those who can find their way around independently in everyday life in their environment and, appropriate to their age and level of education, can hold a conversation and express themselves in writing ", § 3 paragraph 2 IntV.
If necessary, special courses can be offered aimed at different target groups.
The language course comprises up to 900 hours of instruction
  • Integrationskurs for young adults under the age of 27 who are no longer of school age
  • Integrationskurs for those entitled to participate who cannot attend a general Integrationskurs for family or cultural reasons
  • Integrationskurs with literacy
  • Remedial course for special language pedagogical needs
The language course comprises only 400 hours of instruction in the intensive course.
To determine the individual, possibly also special needs, the participants take a test to classify their language level before the start of the language course. The German test for immigrants completes the language course.

Content

The primary curriculum for the language course defines the course's learning objectives and content. It represents the framework for the conception of various course models and their design. The examination objectives of the DTZ are also based on the curriculum framework.
Development of the curriculum framework
In connection with the entry into force of the Immigration Act on January 1, 2005, in Germany, the BAMF commissioned the Goethe-Institut in the autumn of 2006 to develop a curriculum framework for the Integrationskurs. The framework was published in 2007.
To create the curriculum framework, the Goethe-Institut project group surveyed course participants and teachers as well as existing studies and works from other institutions and the Goethe-Institut itself. In addition, the Goethe-Institut commissioned scientists from the Ludwig Maximilian University of Munich to "research and document the language needs of participants in the Integrationskurs by surveying institutions, course providers, and course participants ".
Scientific findings on the acquisition of German as a second language, knowledge of the different backgrounds, the importance of migration experience, and living conditions of those taking part in the Integrationskurs in Germany were also incorporated into the formulation of the curriculum framework.
Concerning the aspired ability of migrants to act, fundamental topics and specific areas in which they want or have to work linguistically should be determined.
Learning objectives
In the curriculum framework, a fundamental distinction is made between two types of learning objectives: communication according to fields of action and communication across fields of action.
The formulation is made using optional descriptions. Individual or multiple learning objectives are described under so-called linguistic actions such as giving information, asking questions, reporting, and the like and are grouped by the corresponding skill and level according to the Common European Framework of Reference for Languages.
Communication in fields of action
Fields of action are divided into 12 areas:
  • Agencies and public authorities
  • Work
  • Job search
  • Initial and continuing education
  • Banks and insurance companies
  • Care and education of children
  • Shopping
  • Health
  • Media usage
  • Mobility
  • Instruction
  • Housing
There are four sub-areas:
  • To get a general idea
  • Communicate with official bodies/institutions
  • Communicate with superiors/employees of offices and authorities
  • Communicate with peers, e.g. colleagues, other travellers, or neighbours
The learning objectives are specified by naming the priority activity, the corresponding level, and the target group or groups for which the learning objective is relevant. There are three target groups:
  • Group A has reasonable learning requirements and specific educational and career aspirations. On average, they are younger than the other groups and have lived in Germany for a shorter time.
  • Group B focuses on family and children/school. They have a lower level of education or qualification than group A.
  • Group C has a lower level of education or qualifications than group A. On average, they are the oldest group with the most extended stay in Germany. The group focuses on the world of work.
If necessary, it is also stated that specific regional knowledge is essential for implementing the learning objective.
Cross-field of action communication
Communication across all fields of action includes the basic communication needs of people in general:
  • Realization of feelings, attitudes, and opinions
  • Dealing with disagreements and conflicts
  • Creation of social contacts
And in the special needs of migrants:
  • Dealing with your language learning
  • Dealing with the migration situation
In addition to the language act, the priority activity, and the level, the description also includes the intention of the speaker.
These communication areas are further subdivided. For example, the site "Dealing with the migration situation" consists of the following sub-areas:
  • Report on migration experiences
  • Dealing with intercultural encounters
  • Presenting competencies
  • Dealing with knowledge divergence and competence gaps
  • Dealing with the individual language
    Extra-linguistic learning objectives
The authors of the curriculum framework required a combination of linguistic, intercultural, and strategic skills for participation in social life. Therefore, before naming the learning objectives on a linguistic level, aspects of intercultural competence and regional knowledge in the "Focus on Interculturality" and in the "Focus Country Studies".
Strategic competencies show up in dealing with knowledge deficits, competence gaps, and the use of learning techniques. Some of these are placed in the overarching communication areas of "dealing with the migration situation" and "dealing with one's language learning".